Conference Agenda

The concept of Willingness to Communicate (WTC) refers to the intention to speak or to remain silent given free choice (MacIntyre, 2007) . Originally, it was associated with speaking in one’s first language, but in the 1990s, it was applied to second language communication. And the concept was refined to denote a language learner’s willingness to use the target language to communicate with a certain person at a certain time (MacIntyre, Clément, Dörnyei, & Noels, 1998)
WTC in second language (L2) is conceptualized as a dynamic state of communicative readiness (Zarrinabadi & Tanbakooei, 2016). For example, MacIntyre et al., (1998) developed a pyramid WTC model that integrates various layers of variables, including communication behavior, behavioral intention, situated antecedents, motivational propensities, affective-cognitive context, and social and individual context.
The complex interrelationship of variables affecting WTC construction in L2 can be categorized into six different levels. The variables from the upper three layers, communication behavior, behavioral intention, and situated antecedents, have a temporary and changeable influence on students' willingness to communicate.
Motivation can be categorized into intrinsic motivation and extrinsic motivation (Deci & Ryan, 2000). Intrinsic motivation is characterized by a sense of enjoyment and satisfaction associated with an activity, for example, students enjoy the process of language learning and feel a sense of satisfaction in acquiring new skills. It is based on the belief that interpersonal interactions and social environments can fulfill fundamental psychological needs, allowing individuals to develop growth-oriented tendencies such as internalization and intrinsic motivation (Deci & Ryan, 2012; Noels, 2009).
Conversely, extrinsic motivation pertains to behaviors that are performed for reasons other than the inherent satisfaction they provide (Ryan & Deci, 2020). Within Self-Determination Theory, four primary subtypes of extrinsic motivation have been identified: external regulation, involving behaviors motivated by external rewards or punishments; introjected regulation, where behavior is governed by internal rewards like self-esteem for success; identified regulation, characterized by a person’s endorsement of an activity’s value, leading to a higher willingness to act; and integrated regulation, where an individual not only sees the value in the activity but also aligns it with their other values.

While willingness to communicate (WTC) is widely acknowledged as a significant contributor to language achievement, its potential in the context of reading performance among immigrant students remains underexplored. However, it is less explored in scenarios such as learning the language through immersion in a country where the language is spoken. Besides, research has traditionally focused on WTC’s impact in oral communication scenarios, leaving a gap in our understanding of how it influences reading achievement.
Motivation (MOT) is a well-established driver of academic success, acting as the fuel that powers students’ efforts to overcome challenges and achieve their educational goals. In the study of language learning, MOT’s role is particularly pronounced, influencing not only the desire to learn but also the persistence in overcoming barriers. The inclusion of MOT alongside WTC in this research acknowledges the complex interplay between a student’s desire to communicate and their underlying motivational drives. Understanding how WTC mediates the relationship between MOT and reading performance could unveil new pathways to enhancing immigrant students’ academic outcomes, spotlighting the need for educational strategies that nurture both motivation and communication willingness.

The Early Childhood Education Act (Barnehageloven, 2005) in Norway upholds the principle of inclusivity, emphasizing the provision of a high-quality educational experience tailored to every child's individual needs. The aim is to nurture the development of each child’s abilities and talents. However, when it comes to the education of gifted children, the responsibility seems to lie with individual early childhood care institutions and municipalities. This decentralized approach has led to notable variations in practices and methodologies among different institutions. Perceptions of giftedness, however, vary, and researchers across countries and cultures face challenges in defining and theorizing giftedness in children (Furnes & Jokstad, 2023; Idsøe, 2021; Sternberg, 2019). The Norwegian education system and early childhood care also have diverse opinions on children, shaping attitudes and pedagogical practices (Furnes & Jokstad, 2023). Early childhood care teachers play a pivotal role in identifying and addressing the needs of every child, as outlined in Norwegian regulations (Kunnskapsdepartementet, 2017; Barnehageloven, 2005). Inclusion is a key aspect of Norwegian education and laws (Barnehageloven, 2005).

In our comparative study, we aim to investigate the national policies and attitudes regarding gifted children within the context of early childhood care. Our focus extends to comparing the approaches taken in Norway and Denmark. In its early stages, the research adopts a documentary empiric approach, examining policy documents from both nations. The intersection between pedagogic and special pedagogic considerations in Norway is a significant aspect, with Befring and Næss (2019) emphasizing gifted children as a goal for special education. Our analysis delves into how policy documents utilize the term "gifted children" and its connection with inclusion and the rights of children with special needs, as outlined by UNESCO (1994).

Questions in the study arise about the alignment of these attitudes with Amartya Sen's research on capabilities (1993, 1999), The Salamanca Statement and Framework for Actions on Special Needs Education (UNESCO, 1994), and Norwegian laws (NOU 2009:18). Our research aims to reflect on these questions. This study is part of a larger research project that aims to contribute to the conversation concerning the education and treatment of gifted children in the future.